The 130th Annual Meeting of APHA

Abstract #42685

John S. Stites, DC, DACBR, Department of Clinic, Palmer College of Chiropractic, 1000 Brady Street, Davenport, IA 52803, 563 884 5447, Stites_J@palmer.edu

The major purpose of a student assessment program is to enhance student learning and development. In chiropractic education, as in other academic environments, a second purpose is ensuring minimal competency of a student. At one chiropractic college there are two general clinical competency examinations. These exams are not associated with specific courses, but are given at predetermined times in the curriculum. They are used to identify students not meeting established competency criteria for the purpose of remediation and/or stopping the student from advancing in the curriculum. However, exam results have not historically been used to inform teaching. This presentation will describe the mechanisms being developed and implemented in an evolving student clinical assessment system that directly influence material presented in the classroom, as well as faculty-student interaction. The first examination has been converted from a summative test to a formative assessment. After this exam, the assessing chiropractors are surveyed and asked to identify three specific skills that should be addressed in coursework. The most frequent suggestions are then incorporated into a clinical methods course. In addition, the outcome of this exam is now utilized by the supervising clinician in working with the student. The second examination, an Objective Structured Clinical Examination (OSCE), remains summative. However, the x-ray portion of this examination is now reviewed by a certified radiologist not associated with classroom teaching. The exam results are then evaluated and presented to the radiology teaching faculty for use in developing and modifying their courses.

Learning Objectives:

• recognize the methods of assessing the clinical compentency of chiropractic students
• describe how one chiropractic college is modifying and utilizing its clinical compentency exams to directly influence the material presented in the classroom and faculty mentorship

Keywords: Chiropractic, Education

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.